Problem Based Unit: Fight Back! - Bullying Prevention and Awareness Program Development
1 – Unacceptable
2 – Acceptable
3 - Exemplary
Points Earned
Content: Research
Little or no research is used to understand bullying or determine possible solutions. Only one type of resource is used.
Some research is used to understand the causes, types, and effects of bullying. Fewer than three types of resources are used (online, encyclopedia, text, video, interview, etc.).
Research is used to understand the causes, types, effects, and possible solutions for reducing and preventing bullying. At least three types of resources are used (online, encyclopedia, text, video, interview, etc.).
Content: Persuasive Techniques
No persuasive techniques are used to persuade school leaders to adopt program.
Few persuasive techniques are used or persuasive techniques are used incorrectly or ineffectively.
Persuasive techniques (for example, testimonial, bandwagon, slogan, and repetition) are used correctly to effectively to persuade school leaders to adopt program.
Content: Solution
No solution to reduce or prevent bullying is provided.
One solution is provided to reduce or prevent bullying.
A strong solution with multiple aspects or parts is provided to reduce or prevent bullying.
Content: Supporting Details
No supporting details are used to support persuasive techniques used to convince stakeholders to adopt program.
Some research-based supportive details are used to support persuasive techniques, but they are not effective.
Research-based supporting details are used effectively to support persuasive techniques used to convince stakeholders to adopt program.
Self-Direction
Group was unable to work independently to monitor progress and use of time, research bullying, and create a solution to reduce and prevent bullying.
Group sometimes worked independently to monitor progress and use of time, research bullying, and create a solution to reduce and prevent bullying.
Group usually worked independently to monitor progress and use of time, research bullying, and create a solution to reduce and prevent bullying.
Creativity
Students did not create a unique plan to reduce and prevent bullying and create a unique presentation of that solution for stakeholders.
Students created a unique plan to reduce and prevent bullying or created a unique presentation of that solution for stakeholders.
Students created a unique plan to reduce and prevent bullying and created a unique presentation of that solution for stakeholders.
Collaboration: Written Participation
Evidence of collaboration cannot be seen.
Evidence of some collaboration can be seen in the group wiki and Edmodo.
Effective collaboration can be seen in both the group wiki and Edmodo.
Collaboration: Attitude (Individual)
Student sometimes offered help to other group members, listened respectfully, and encouraged and supported the ideas of the other group members.
Student usually offered help to other group members, listened respectfully, and encouraged and supported the ideas of the other group members.
Student always offered help to other group members, listened respectfully, and encouraged and supported the ideas of the other group members.
Collaboration: Participation (Individual)
Group member sometimes participated in the project and discussions by sharing findings, posing questions, and exchanging ideas.
Group member usually participated in the project and discussions by sharing findings, posing questions, and exchanging ideas.
Group member always participated in the project and discussions by sharing findings, posing questions, and exchanging and rethinking ideas.
Use of Technology
Students did not use technology effectively to research bullying and create a presentation to persuade stakeholders to adopt their solutions.
Students sometimes used technology to research bullying and create a presentation to persuade stakeholders to adopt their solutions.
Students usually used technology effectively to research bullying and create a presentation to persuade stakeholders to adopt their solutions.
Standard English/Grammar
Students did not use Standard English and grammatical errors take away from the presentation.
Students usually use Standard English. Some grammatical errors (fewer than five) are present that mostly do not take away from the presentation.
Students usually use Standard English. Only a few grammatical errors (fewer than two) are present that never take away from the presentation.
Research
Persuasive Techniques
Solution
Supporting Details
Attitude (Individual)
Participation (Individual)